Abstract
This study sought to establish whether teachers' views about the nature of science and scientific inquiry are reflected in their choice and design of learning experiences and, therefore, are significant influences on children's understanding of science. Even those teachers who hold clear and coherent views about science do not plan laboratory-based activities consistently in relation to those views, concentrating instead on the immediate concerns of classroom management and on concept acquisition and development.
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Hodson, D. Philosophic stance of secondary school science teachers, curriculum experiences, and children's understanding of science: Some preliminary findings. Interchange 24, 41–52 (1993). https://doi.org/10.1007/BF01447339
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DOI: https://doi.org/10.1007/BF01447339